i

THE USE OF FACEBOOK IN ENGLISH LANGUAGE TEACHING (ELT)

TO INCREASE STUDENTS’ ABILITY TO WRITE RECOUNT TEXT AT

MTS AISYIYAH SUNGGUMINASA

(A PRE- EXPERIMENTAL RESEARCH AT MTs Aisyiyah Sungguminasa)

A Thesis

Submitted to the Faculty of Teachers Training and Education Makassar

Muhammadiyah University in Partial Fulfillment of the Requirement for the

Degrre of Sarjana Pendidikan

IKMUL SARI

10535578614

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2019

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini :

Nama : IKMUL SARI

Stambuk : 105 355 786 14

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Use of Facebook in English Language Teaching

(ELT) to Increase Students’ Ability to Erite Recount

Text (A Pre Experimental Research at the Second

Grade of MTs Aisyiyah Sungguminasa)

Dengan ini menyatakan bahwa :

Skripsi yang saya ajukan di depan Tim Penguji adalah ASLI hasil

karya saya sendiri,bukan hasil ciplakan dan tidak dibuatkan oleh

siapapun.

Demikian surat peryataan ini saya buat dengan sebenarnya dan saya bersedia

menerima sanksi apabila peryataan ini tidak benar.

Makassar, Januari 2019

Yang membuat perjanjian

Ikmul Sari

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini :

Nama : IKMUL SARI

Stambuk : 105 355 786 14

Jurusan : Pendidikan Bahasa Inggris

Dengan ini menyatakan perjanjian sebagai berikut :

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya

yang menyusunnya sendiri skripsi ini (tidak dibuatkan oleh siapapun)

2. Dalam penyusunan skripsi, saya selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak melakukan penjiplakan (plagiat) dalam menyusub skripsi ini.

4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3 maka saya

bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Januari 2019

Yang Membuat Pernyataan

IKMUL SARI

MOTTO

“THERE IS EASE AFTER EVERY HARDSHIP”

(Q.S Al-Insyirah {94} : 5-6)

I dedicate this thesis to my parents, my brother, and all my friends.

Thank you for supporting

ABSTRACT

SARI, IKMUL. 2019. The Use of Facebook in English Language Teaching

(ELT) to Increase Students’ Ability to Write Recount Text at the Second Grade

Students MTs. Aisyiyah Sungguminasa in the Academic Year of 2018/2019.

Thesis, English Education Department, Faculty of Teachers Training and

Education, Muhammadiyah University of Makassar. The consultant by Sulfasyah

and Farisha Andi Baso.

The aim of of this research was find out whether the use of Facebook

Group as a medium effective to increase students’ ability in Writing Recount Text

of the second grade students at MTs Aisyiyah Sungguminasa in the academic

2018/2019). This research used Pre-Experimental Research. The subject of the

research was the second grade students with the sample of this research was 25

students from class VIII C and it used Purposive Sampling technique. The

researcher gave recount text to measure the students writing recount text. All of

the students were given pre-test before using Facebook Group as a medium and

after they got the treatment, the researcher gave post test to the students.

The result of this research showed that the writing recount text of the

second grade students of MTs Aisyiyah Sungguminasa in the academic year of

2018/2019 before taught by using Facebook Group was poor categorized. The

mean score of pre-test was 61.04 and mean score of post test was 85.48. it mean

that the mean score of post-test was greater than the mean score of pre-test. Then

the improvement of the students’ writing ability was 40%.

Then the calculating the t-test value for recount text was 12.87 and t-

table for recount text was 2.064. it mean that the t-test was greater than t-table.

The alternative hypothesis (H1) was accepted and the null hypothesis (H0) was

rejected.

Based on the research findings, it could be conclude that applying

Facebook Group as a medium had significant to increase students’ ability at the

second grade of MTs Aisyiyah Sungguminasa.

Keywords: Social Media, Facebook Group, recount Text.

ABSTRACT

SARI, IKMUL. 2019. Penggunaan Facebook dalam mengajar bahasa inggris

untuk meningkatkan kemampuan siswa dalam menulis teks recount di MTs

Aisyiyah Sungguminasa kelas 2 tahun pelajaran 2018/2019. Skripsi. Pendidikan

bahasa inggris, fakultas kejuruan dan ilmu pendidikan.universitas muhammadiyah

makassar. Dibimbing oleh Sulfasyah dan Farisha Andi Baso.

Tujuan dari skripsi ini yaitu untuk mengetahui penggunaan kelompok

facebook sebagai media efektif untuk meningkatkan kemampuan siswa dalam

menulis test recount pada kelas 2 MTs Aisyiyah Sungguminas. Penelitian ini

menggunakan penelitian pre-experimental. Populasi dalam penelitian ini yaitu

siswa kelas 8 dengan sampel 25 siswa dari kelas 8 C dan pengambilan sampel

menggunakan teknik purposive sampling. Peneliti memberikan teks recount untuk

mengukur teks recout siswa. Semua siswa diberikan pre-tes sebelum

menggunakan kelompok facebook sebagai media, dan setelah mereka

memperoleh treatment, peneliti memberikan post tes untuk siswa.

Hasil dari penelitian ini menunjukkan bahwa menulis recount teks siswa

kelas 2 MTs Aisyiyah Sunggguminasa, sebelum di ajarkan menggunakan

kelompok facebook di kategorikan sebagai rendah. Nilai rata-rata siswa pada pre-

test yaitu 61.04 dan nilai rata-rata siswa pada post test yaitu 85.48. Kemudian,

peningkatan menulis siswa dapat meningkat pada 40%. Ini berarti bahwa nilai

rata-rata post test lebih besar daripada nilai pre-test. Kemudian, perhitungan nilai

t-test untuk menulis yaitu 12.87 dan t-table untuk writing yaitu 2.064. Ini berarti t-

test lebih besar daripada t-table. Hypothesis alternative (H1) diterima dan

hipotesis nol (H0) di tolak.

Berdasarkan hasil penelitian, dapat disimpulkan bahwa kelompok faceboo

efektif untuk meningkatkan writing siswa dikelas 2 MTs Aisyiyah Sungguminasa.

Kata Kunci : Media Sosial, Kelompok Facebook, Teks Recount.

ACKNOWLEDGEMENTS

In the Name of Allah, the Beneficent and Meaningful

Praises be to Allah Lord of the world. He always gives strong and

favor in completing this Thesis. Peace and blessing upon our prophet Muhammad

SAW who has changed the human life.

The researcher would like to express my highest appreciation and

deepest thankfulness to my beloved parents Abdullah and Herawati for their

prayer, loves, financial, motivation and sacrifice for researcher success and my

beloved brother Ikwal who always give me support and advices for finished my

study.

In this opportunity, the researcher would like to express her gratitude to

Sulfasyah, M.A., Ph.D. and Farisha Andi Baso, S.Pd., M.Pd as the researcher

advisors, for their valuable advice, guidance, dedication, correction, and

suggestion in finishing this Thesis.

The are also some people that the reseacher would like to thank to:

1. Dr. H. Abd. Rahman Rahim, SE.,MM., as the Rector of the Makassar

Muhammadiyah University.

2. Erwin Akib, S.Pd.,M.Pd., Ph.D, as the dean of the FKIP Unismuh

Makassar.

3. Ummi Khaerati Syam, S.Pd.,M.Pd., as the Head of English Education

Department of FKIP UNISMUH Makassar, who gave his valuable

authorities and suggestion in doing thesis.

4. All the lectures of English Education Department for teaching precious

knowledge and share wonderful experiences.

5. Dra. Sumiyati. M as the headmaster of MTs Aisyiyah Sungguminasa,

thanks for accepted the researher doing this research.

6. Hasdalena, S.Pd as the English Teacher of MTs Aisyiyah

Sungguminasa, thanks for support and suggestions.

7. The students of MTs. Aisyiyah Sungguminasa especially class VIII C

for being participant in this research.

8. The researcher’s beloved family, my brother and all members of

family cannot be mentioned here. Thanks for your help and

motivations.

9. The researcher’s friend who have been sruggling together, giving each

other motivatian and encouragement to do this thesis. Balala Squad

especially Irmayani ND, Ikmul Sari, Jurasni, Rasmawati, Ulvah Sari,

Dian Febri Indriani, and Indriani who always give her support and

courage through these and thanks for being good friends.

10. All my friends in English Education Department 2014 especially

Addicted class. Thanks for giving support, sharing their time and being

good friends.

The words are not enough to appreciate for their help and contribution

in writing Thesis, May Allah SWT, the almighty bless them all. Finally, the

researcher realizes that this Thesis is not perfect yet. Therefore, the writer would

like to accept critics and suggestion from everyone who read this Thesis.

Makassar, November 2019

The Researcher

IKMUL SARI

NIM : 10535578614

TABLE OF CONTENTS

TITLE PAGE ................................................................................................ i

LEMBAR PENGESAHAN ........................................................................... ii

APPROVAL SHEET .................................................................................... iii

COUNSELLING SHEET .............................................................................. iv

SURAT PERNYATAAN ............................................................................... vi

SURAT PERJANJIAN .................................................................................. vii

MOTTO AND DEDICATION ...................................................................... viii

ABSTRACT .................................................................................................... ix

ACKNOWLEDGEMENT ............................................................................. xi

TABLE OF CONTENT ................................................................................. xiv

LIST OF TABLES ......................................................................................... xvii

LIST OF GRAPHICS .................................................................................... xviii

LIST OF FIGURE ......................................................................................... xix

LIST OF APPENDICES ............................................................................... xx

CHAPTER I INTRODUCTION

A. Background ................................................................................... 1

B. Problem Statement ........................................................................ 3

C. Objective of the Research ............................................................ 3

D. Significance of the Research ........................................................ 3

E. Scope of the Research ................................................................... 4

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Related Findings ................................................................5

B. Some Pertinent Ideas ........................................................................6

1. The Concept of Facebook .................................................................6

a. Definition of Facebook .............................................................6

b. Facebook Group ........................................................................7

c. The use of Facebook as medium in Writing .............................8

d. The advantages and disvantages using Facebook .....................9

2. The Concept of Writing .................................................................10

a. The Definition of Writing ..........................................................10

b. Process of Writing .....................................................................11

c. The types of Writing ..................................................................13

d. The components of Writing .......................................................15

3. The Concept of ELT .......................................................................18

a. The Definition of ELT ...............................................................18

C. Conceptual Framework ...................................................................... 19

D. Research Hypothesis .......................................................................... 20

CHAPTER III METHODOLOGY

A. Research Design .......................................................................... 21

B. Research Variables and Indicators .............................................. 24

C. Population and Sample ................................................................ 24

D. Research Instruments .................................................................. 25

E. Data Collection ............................................................................ 25

F. Data Analysis............................................................... ............... 26

CHAPTER IV FINDINGS AND DISCUSSION

A. Research Findings............................................................... ......... 32

1. The Rate persentage of the Students’ Score in

Pre test and Post Test ............................................................ 32

2. The Mean Score and Standard Deviation of the

Students Pre-test and Post-test ................................................ 34

3. The Improvement of the Students’

Writing Recount Text .............................................................. 35

4. Hyphotesis Testing .................................................................. 37

B. Discussion .................................................................................... 37

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................... 40

B. Suggestion .................................................................................... 40

BIBLOGRAPHY .......................................................................................... 42

APPENDICES

CURRICULUM VITAE

LIST OF TABLES

Table 3.1 Research Design ................................................................................ 20

Table 3.2 Number of Population ....................................................................... 23

Table 3.3 Rubric Orientation ............................................................................ 25

Table 3.4 Rubric Events……. ........................................................................... 26

Table 3.5 Rubric Capitalization ................................................................... .....26

Table 3.6 Rubric of the Students Score Classification ................................ ….27

Table 3.7 Hyphotesis Testing ............................................................................ 29

Table 4.1 The Rate Persentage of the Students’ Score in Pre test

and post test ..................................................................................... 31

Table 4.2 The Mean Score and Standard Deviation

of the Students’ Pre-test and post test .............................................. 33

Table 4.3 The Improvementof the Students’ Writing Recount Text ................ 34

Table 4.4 T-test of the Students’ Writing Recount Text ................................... 36

LIST OF GRAPHICS

Graphic 4.1 The Rate Persentage of the Students’ Score

in Pre Test and Post test ................................................................... 32

Graphic 4.2 The Mean Score and Standard Deviation of the Students’

Pre test and Post Test ....................................................................... 34

Graphic 4.3 The Improvement of the Students’ Writing Recount Text ................ 35

LIST OF FIGURE

Figure 2.1 Conceptual Framework ........................................................................ 18

LIST OF APPENDICES

APPENDIX A : The row score of the students’ pre-test and post-test

APPENDIX B : The mean score of pre-test and post-test

APPENDIX C : Standart deviation of pre-test and post test

APPENDIX D : The Improvement of the Students’ Vocabulary

APPENDIX E : The significant different

APPENDIX F : The distribution of t-table

APPENDIX G : Antendance list of the students

APPENDIX H : Lesson plan

APPENDIX I : Teaching material

APPENDIX J : Documentation

CHAPTER I

INTRODUCTION

A. Background

writing is organization of communication in written-form to express

our ideas or to transmit the messages. Yuharnianti (2002:7), writing is a tool of

communication message in which are produced in written-form. Writing is a

written product of thingking, drafting and revising that require specialized skill on

how to generate ideas, how to organize them correctly into a written text, how to

revise text for clearer meaning and how to edit text for appropriate grammar and

how to produce a final project.(Nunan, 2003: 335)

The students’ problem in writing is also caused by the difficulty of

expressing ideas in writing, they didn’t know put the ideas into words then putting

words into sentences and putting sentences into paragraphs until they could

createvpiece of writing. Many of them are lazy to write because they are bored

and uninterested with the use of conventional media in learning process.

Social media is a part of our lives. Social media is an online media

which the users can share, comments and do more in many things. Social media

has many advantages when students used it properly. However, social media

sometime has bad impact for students such as; spend too much time on social

media, apathenic and dangerous.

Moreover, social media is an orginated as a tool that people use to

interact with friends and family bus is later adopted by businesses taht want to

take advantage of a popular new communication method to reach out the

customers. The power of social media is the ability to connect and share

information with anyone on earth as long as the students also use social media.

There are many kinds of social media such as WhatsApp, Facebook, Twitter,

Instagram, Line, Wechat, and Tumblr but in this research the researcher only

focus on Facebook.

Facebook is a form of social networking media that gradually and

steadily transforming education and the way most subjects are taught. Facebook is

an excellent position to support the way young people, teachers and other

educators collaborate, access and curate new learning. Facebook tools such as

timeline, groups and graph search have the potential to the revolutionist the way

homework is planned, completed and reported (Fordham, et al. 2013: 2-3).

English Language Teaching is based on the idea that the goal of

language acquisition is communicative competence. It adopts concepts,

techniques and methods in classroom for recognizing and managing the

communicative needs of the language learners. Besides that, English Language

Teaching is the design of the subject of study, its planning, implies the integration

of all the axes of the educational process (Ampora).

Based on the explanation above, the researcher is interested to carry

out the research which entitles: “The Use of Social Media in English Language

Teaching (ELT) to Increase Students’ Ability to Write Recount Text at the Second

Grade of MTs Aisyiyah Sungguminasa”.

B. Prablem Statement

Based on the previous backround, the researche formulats research

question as follow “Does the Use of Facebook in English Language Teaching

(ELT) to Increase Students’ Ability to Write Recount Text at the Second Grade of

MTs Aisyiyah Sungguminasa”?

C. Objective of the Research

Based on problem statement, the objectives of the research such as: “

Find out the use of Facebook in English Language Teaching (ELT) to Increase at

the Second Grade of MTs Aisyiyah Sungguminasa”.

D. Significant of the Research

This research will be expected to be useful information for many

people in learning process, such as:

1. For the Students

This research is expected to help the students to develop a new strategy to

improve their writing recount text and can motivate them in order to be

more interested in learning writing through Facebook Group.

2. For the Teachers

The researcher hopes that this research can help the teacher to improve

students’ achievement. It is also expected to be useful for English teachers

to provide an alternative solution to solve the problems in teaching recount

text.

2. For the Researcher

This research is expected to give great contribution to the other researchers

as a reference for further studies on a similar topic.

E. Scope of the Research

The scope of the research is limited to the teaching and learning

writing recount text at the second grade students of MTs Aisyiyah Sungguminasa

by applying Facebook Group. The researcher uses writing recount text to increase

students’ ability to write in term of content focus on Orientation, Event and

Capitalization.

i

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Findings

In this part, the researcher review some previous studies related with

the tittle in this research “ The Use of Facebook in English Language Teaching

(ELT) to Increase Students’ Ability to Write Recount Text at MTs Aisyiyah

Sungguminasa.

The first is conducted by Yunus and Salehi (2012) “ The Effectiveness

of Facebook Group on Teaching and Improving Writing: Students Perception.

The research design for this study is mixed method survey. 43 year 3 students

from the Faculty of Education, Universitas Kebangsaan Malaysia who were

completing their Bachelor’s degree in Teaching of English as a Second Language

(TESL) wre selected as the participants. The findings show that “ Facebook

Group” is an effective tool to improve students” writing skills, especially in the

brainstorming stage.

The second is conducted by Khusnita (2013), the result of the

observation sheet showed that after learning writing recount text using Facebook,

the students become more attentive, active, attacted in joining the lesson; and

happier and more serious in writing. The analysis of the questionaire showed that

the students gave possitive responses towards the use of Facebook in their

learning. Based on the overall results of the research, it can be concluded that the

use of Facebook contributes to the improvement of students skill and the increases

in their motivation in writing recount text.

The thisrd is conducted Ningsi (2015), this study entitled “ The

Effectiveness of Teaching Writing Recount Text for Tenth Grade Students of

SMA Negeri 4 kota Tanggerang Selatan”. Found Facebook is an effective media

in Teaching writing recount text. It is really helpful in increasing students’ ability

and achievement of writing recount text.

Based on the previous studies above, it can be concluded that by

integrating Facebook in formal language learning, the students it will be more

interesting and enjoyable. It could guided the students toward their own ability to

create a good writing. The researcher assume that Facebook is potential to be

benefitted in teaching writing recount text.

B. Some Partinent Ideas

1. Concept of Facebook

a. Definition of Facebook

Fordham, et all. (2013:2-3), Facebook is a social utility that

connect use with the people, brands and organization we care about.

Facebook is an excelent positon to support the way young people,

teachers and other educators collaborate, access and curate new

learning. Facebook tools such as timeline, groups, and graph search

have the potential to the revolutionist the way homework is planned,

completed and reported.

Suthiwartnarueput & Wasanasomsithi (2012: 29) examined

the use of Facebook as means by which users can participate in

discussion boards about grammar and writing. Shih (2011: 13)

Students are willing to interact and share their own ideas in writing

with others when performing writing assignments on a Facebook

group. A Facebook group provides a high level of motivation for

students to perform writing task. The characteristic of Facebook

facilitates students’ communication.

Manca and Ranieri (2013: 18) identified five main

educational uses of Facebook: 1) Support class discussions and helping

students engange in collaborative learning; (2) Developing content to

expose students to extra-curricular resources; and 5) to support self-

managed learning.

Based on definition above, it can be concluded that

Facebook is one of popular social networking sites that is mostly used

nowadays. Facebook is an excellent potential to serve as a learning

channel for teachers and students, because there are five main

educational uses on Facebook: 1) Support class discussions and

helping students engage in collaborative learning; 2) Developing

content; 3) sharing educational resources; 4) Delivering cintent to

expose students to extra-curricular resources; and 5) To support self-

managed learning.

a. Facebook Group

Yunus & Salehi (2012:87), facebook Group is a feature that

available on the social networking site. Facebook in which unlimeted

number of are allowed to particapate and interact via post and chat

style for a specific purpose”. Yunus & Salehi (2012: 89), belives that

“FB groups’ has potential to give the youth what they desire, so to

speak, whit its interactive, easy-feedback features, and thus, create a

positive environment that is encouraging and conducive for aiding the

writing process for the young people of the Y-generation of today”.

In may point of view, Facebook Group is a Facebook

feature that functions as a place to share ideas between people with

same interests, and built upon through the response and feedback will

be given by peers. A student may also gain confidence in writing

through the fact that his or her ideas would be supported and agree

upon by peers.

b. The Use of Facebook as Medium in Writing

Nowdays, Indonesian young people spend huge amounts of

their time doing anything on Facebook. They interact with others on

Facebook, mainly in written form. It makes the implementation of

Facebook on learning writing is considerable. Taking the Facebook in

Students” learning is supposed to engage the students” in the learning

activities. This statment is supported by Friedman (2012: 17) who

argues that “ the best way to bring courses to life and make learners

more exciting, energetic, and enjoyable is by using social networking

site in their learning”. Furthermore, Majid, Stapa, & Keong (2012: 37)

state that “ Facebook is a social networking site which can be utilized

as an educational technology tool that facilitates online

communications between second language learners and their friends”.

Roberts (2009: 5) emphasizes the reasons why Facebook is

obviously promising for the foreign language classroom in four ways:

(1) Facebook is internet based, it can be accessed simply by cell

phones, (2) many students have been using Facebook actively, so

teachers do not need to explain in detail how to use it, (3) Facebook is

always free; to use it, students only need to have e-mail address and

internet access, and (4) Facebook is ideal for out-of-class time, it keeps

valuable class time available for other important activities.

In conclusion, Facebook offers new ways of teaching which

is never possible. Teachers are needed to realize the special quality of

implementing Facebook especially in teaching writing. However, they

must also be aware of the poossible bad effects of it and continually

examine the uses and outcomes of using it in teaching learning

process.

c. The Advantages and Disadvantages of Using Facebook in

Teaching Recount Text

The advantages of using Facebook in teaching writing

recount text is the teacher can brings the classroom into Facebook

Group, so the teacher can make students enjoying the Facebook Group

classroom. As a leading social networking, Facebook is believed to be

the most ideal social network to analyze the possibilities of interaction

in classroom environment. The teacher can share the sample, pictures,

and video about recount text, so the students can comment and argue

in the group. When they use Facebook, the relationship between

teachers can also continue after the course. It creates a social bond

between student and teacher by interaction on Facebook.

The disadvantages of using Facebook in teaching writing

recount text, are some students in Indonesia do not currently use

Facebook today in teaching. Social networking sites such as

WhatApps, Twitter, Instagram, and Path are commonly used by

students. It is hard for teachers to apply Facebook for teaching,

moreover, when the teacher shares video or text on Facebook group

and wants a faster feedback, it is hard to make the students online one

at a time.

In conclution, there was always advantage and

disadvantage if Facebook was applied in the classroom. Thus, the

teacher should be able to overcome the problem as well.

1. Concept of Writing

a. The Definition of Writing

Writing is source of creativity, communication, information,

advocacy, and enjoyment. in addition, Siregar (2012: 4) writing is a

capability of producing a sequence of sentences arraged in a particular

order of linking them in certain ways. According to this concept that one of

the most important tasks as a writer is master the principles to writing and

thinking that will help to achieve goal. The most important of these

principles are those to invention arrangement, and style invention is the

process of discovering ideas for speaking or writing arrangement.

Writing becomes more complex because it does not only put the

idea into a paper but how the written text can be understandable by paying

attention to some aspects to create a good written text (Westwood, 2008:

56). The nature of writing can also be defined as physical and mental

activity that is aimed to express and impress (Nunan, 2003: 88). It can be

categorized into physical activity because a writer is required to be able to

do the act of committing words or ideas. As a mental activities of writing

focus more on the act of inventing ideas, thinking about how to express and

organize them into clear statements and paragraphs that a reader can

understand easily about the ideas of the written works.

From the terms above, I concluded that writing was an ability to

produce written language by developing thoughts and how to generate ideas

and how to organize them correctly.

b. Process of Writing

(Gebhaard, 2000: 37). In this study, the concept of process writing

approach proposed by Gebhard is used.

a. Pre-writing

This stage can be said as generative activities that lead a first

draft. This stage can stimulate students” idea for getting started. Seow

(2002): 317) argued that pre-writing activities can lead students in

generating indefinite ideas and collected information for writing. In this

stage, the students” motivation will increase if they are provided with a

variety of means for gathering information.

b. Drafting

In drafting stage, some ideas are gathered. After gathering the

ideas, the students scrawl down ideas that they have got in the previous

stage. In this stage, the students do not need to secure about the grammar of

their writing. They are just motivated in gathering the ideas into the draft.

They are also not thinking about the neatness of their writing. They just

need to svrawl down their ideas. It will be a rough draft of their writing.

c. Revising

This stage can be said a rethinking stage. The students will

rethink about the rough draft that has been written in the first draft. The

students are asked to check the rough draft, weither there are some ideas to

be omitted or not. Then the students are also able to add the ideas if it is

necessary. In this stage, the students can check the content, vocabulary,

grammar, and so on.

d. Editing

Editing is considered to be the final step of revising, with special

attention to implement all those three stages. The writers have to think

about all of the parts of their writing in order to achieve a good writing.

From the explanations above, we can conclude that every step

cannot be seperated each other because it can give beneficial process for the

students, also need a motivation from the teacher. The teacher should

encourage the students to create the right conditions for the generation of

ideas, persuading them of the usefulness of the activity, and encouraging

them to make as much effort as possible for maximum benefit.

c. The Types of Writing

Oshima & Hogue (2007: 23-75), state that writing into four

kinds, as follows: narrations, description, and the recount.

a. Narration

Narration is the form of writing see to related the stay of

act of events. Narration places occurrences in time and tell what

happened, according to natural time sequence. One thing happens

and the events are told in the same order. A narration tells a story

series to conducted incidents or an action process of an action. In

narration, the incidents that make up the story, usually told in order

in which they would really happen.

A type of narration includes short story, novels, and new

stories, as well as a large part of our every day social interchange in

the form of latter and conversation.

b. Description

Description is a form writing that describes someting. It is

reproduces the way thing looks, smell, state, feel, or sound. It may

also evoke mood such as happiness, loneliness, or fear. It used to

created visual image of people, places event of units of time or

reason. It may be used also to describe more than outward

appearance of people. It may tell about their tries of character of

personality.

c. Exposition

Exposition is the form of writing that explains

something. It often answers to the question of what, how, and why.

It used in giving information, maing explanation and meanings. Its

purpose is to present ideas and to make the ideas clear as possible.

d. Recount

Recount is a text which retells events or experience in

the past. Its purpose to retell events. The generic structures of

recount are orientation events-reorientation. It has a similarity with

the generic structures of narrative. The differen of recount text

narrative text only is in events. There is no complication in

recount.

d. The Componets of Writing

Five significants componets in writing. These are content,

organization, vocabulary, language use and mechanic. The detail explanations are

follows:

a. Content

The content of writing shoul be clear for the readers, so that the

readers can understand the message conveyed and gain information from it.

In order to have a good contents writing, its contents should be well unified

and completed. This term usually known as unity and completeness, which

become characteristic of good writing.

b. Organization

In organization of the writing, the writer focuses on how arrange

and organized the ideas chronologically. The also should present their ideas

based on the order which flow from the beginning to the end. There are

many ways used to organized or arrange the writing. This organization is

mainly recognized as order.

c. Vocabulary

Vocabulary is one of the language aspects dealing with the

process of writing study. In the process of writing, the writer always think

about putting words into sentences and then putting sentences into

paragraph until they can create a piece of writing. So, mastering word

choice can help us to develop our writing.

d. Language Use

Language use in writing involves correct usage of the rules of

language or grammar. It focus on verbs, noun, agreement. Specific nouns

and strong verbs give a reader a mental image to description. This specific

noun can be characterized by using modifier of adjective, adverbs, and

participle forms. A modifier can be pharase. There are many opportunities

for errors in the use of verbs and mistake in arrangement.

e. Mechanics

Mechanics in writing deal with capitalization, punctuation and

spelling appropriately. This aspect is very important since it leads reader to

understand to recognize immediately what the writer means to express

definitely. The use of favorable mechanics in writing will make readers

easy to understanding the conveying ideas other message stated in the

writing. Mechanics concerns with the ability to use correctly words to the

written language such as using of capitalization, punctuation, spelling.

(Heaton, 1988: 135)

1. Capitalization. The use of capitalization in the writing can clarify the

ideas. If the sentences are capitalized correctly, ambiguous meaning and

misunderstanding would be appeared. Besides, through correct

capitalization of sentence.

2. Oshima & Hogue (2007: 6-8), there are many rules for using capital

letter in English. Capitalize the following:

1. The first word in a sentence. Example: My best friend is my dog.

2. The pronoun I. Example: He and I never argue.

3. Abbreviations and acronyms formed from the first letters of words.

Example: USA, IBM, AIDS, UN, VW, CBS.

4. All proper nouns, Proper nouns include;

a. Names of deities. Example: God, Allah, etc.

b. Names of peoples and their titles. Example: Mr. and

Mrs. John Smith.

c. Names of specific groups of people (nationalities, races, and

ethnic group), languages, and religions. Example: Asian,

Japanese, Muslim, Indian, etc.

d. Names of specific place on a map. Example: New York City,

North Pole, Indian Ocean.

e. Names of specific geographic areas. Example: the Middle East,

Eastern Europe, etc.

f. Names of days, months, and special days. Example: Monday,

January, Independence Day, Ramadan, etc.

g. Names of specific structures such as buildings, bridges, dams,

and monuments. Example: Golden Gate Bridge, Aswan High

Dam, the White House, etc.

h. Names of specific organizations (government agencies,

businesses, schools, clubs, teams). Example: State Department,

Harvard University, French Students Club, Bank of Canada, New

York, Yankees Red Cross.

i. Names of school subjects with course numbers. Example:

business Administration 312, Chemistry 101.

j. First, last, and all important words in the titles of books,

magazines, televisionsprograms. Example: War and Peace,

Toronto Star, Jingle Bells, The three Little Pigs, Pan’s Match,

etc.

3. Concept of English Language Teaching (ELT)

a. Definition of English language teaching

Strobl (2007) in Ahmed and friends (2013) define that Learning

is an inherently social process, where different strategies for effective

learning can be implemented. Ampora (2011) state that the design to the

subject of study, planning, implies the integration of all the access of the

educational process: objectives, contents, methodology, resources and

assessment.

1. Objectives. These are the results they expect to get with their teaching

activity. They provide criteria to select the teaching methods, the

students’ learning activities and the performance assessment system.

2. Contents. These include what to teach. It consists of narrowing down the

learning area and grouping the curriculum aspects in significant entities.

3. Methodology. It includes the training strategies and the resouces that will

be used to carry out the teaching-learning process. We must take into

account the number of students and their maturity level, the length of the

subject and the planned activities, as well as other factors related to the

infrastructure and the institutional context.

4. Assessment. It refers to the way in which the teaching-learning process is

controlled and students’ learning results are measured.

In ELT there are some methods that the lecturer may implementing in

the classroom based on the students need, and it may used in teaching engages

students in learning process and helps them develop critical thinking skill and also

language skills, eric (2013) state that some of method lecturer may use in ELT.

3. Conceptual Framework

Figure 2.1 Conceptual Framework

Framework above shows that the researcher taught teaching material

writing recount text by using Facebook Group as a treatment in teaching writing

recount text. The researcher uses Facebook Group in order to know the students

ability in writing recount text. Orientation, event and capitalization.

INPUT

Teaching material writing

recount text

PROCESS

Teaching and learning process

of writing recount text by

using Facebook group

OUTPUT

The students improvement by

using Facebook group in writing

recount text

Orientation Capitalization

Event

4. Research Hypothesis

A hypothesis was a tentative answer the problem of the research, the

hypothesis of this research state that:

1. Null Hypothesis (H0) that there was no significant improvement in writing

recount text taught by using Facebook Group.

2. Alternative Hypothesis (H1) that there was a significant improvement in

writing recount text taught by using Facebook Group.

i

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes design, variable of the research, population and

sample, instrument of the research, procedure of collecting data and technique of

data analysis.

A. Research Design

In this research, the researcher used pre-experimental research to see

the use of Facebook to increase students’ ability with one group pre-test and post-

test. Pre-test was given to the students before the treatment and post-test was

given to the students after the treatment.

Table 3.1 Research Design

O1 X O2

Where: O1 : Pre-test

X : Treatment

O2 : Post-test

(Gay 2012)

In conducted the research, the writer took action in the form of

learning process as follows:

1. Pre-test

The writer gave the test as a pretest (01) to measure prior

knowledge on the students before gave treatment and to knew the

problems that the students have.

2. Treatment

After giving a pre-test, the researcher gave treatment by using

Facebook group.

1. The first meeting

a. Giving simulation (pre-test) and motivation before of the process

of teaching.

b. Introduction Facebook Group as media in learning process.

c. Making a Facebook Group and invite all students in class.

d. Teacher answered the students’ questions process learning by

Facebook.

e. Teacher explained all about material recount text.

2. Second meeting

a. Teacher repeated the material all about recount text so the students

more understood.

b. Giving treatment by using Facebook group with the material

recount text based on the events students and implemented by

writing students on the Facebook group of each students.

c. Teacher answered the student’s questions process learning by

Facebook.

3. Third meeting

a. Teacher gave the evaluation to the students based on the treatment

yesterday.

b. Teacher showe by using projector the result writing on Facebook

group and check writing errors in recount text.

c. Teacher explained again the material about recount text to the

students’ more understood.

d. Giving treatment by using Facebook Group with the material

recount text based on the Facebook of each student.

e. Teacher answered the questions of learning process.

4. Four meeting

a. Teacher gave the evaluation to the students based on the treatment

yesterday.

b. Teacher showed by using projector the result writing on Facebook

group and check writing errors in recount text.

c. Teacher explained again material all about recount text to the

students’ more understood.

d. Teacher answered the questions of learning process.

3. Post-test

The researcher gave post-test (02) for the students after the

treatment. The researcher gave the posttest to find out the value of the

treatment whether or not the result of the posttest was better than the result

of the pretest.

B. Research Variables and Indicator

1. Variables

There were two kinds of variables in this research. The variables were

follows:

a. Independent Variable (X) : Facebook Group

b. Dependent Variable (Y) : Students’ ability

2. Indicator

The indicator of this research were the students were able to

know the meaning of the recount text and students were able to write

that already to guess correctly.

C. Population and Sample

1. Population

The population of this research was the second grade students

of MTs Aisyiyah Sungguminasa in the academic year 2018/2019. The

Population consists of four classes. The total of the population of this

research was 115 students.

Table 3.2 Number of Population

Class Number of Students

VIII-A 30

VIII-B 35

VIII-C 25

VIII-D 25

TOTAL 115

21

2. Sample

The sampling technique of this research was purposive

sampling technique. The researcher selected this technique based on the

statement of the teacher that students’ achievement in second grade was

getting low in English especially in writing. The researcher selected class

VIII-C MTs Aisyiyah Sungguminasa as a sample. The total of the sample

was 25 students.

D. Research Instrument

This research, the researcher used writing test as an instrument.

The researcher gave test to the students in order to be done. Test materials

were English writing given by the researcher to know the students’ writing

skill.

This research used two kinds of test, they were: Pretest and

Posttest. Pretest was given before the students were given the treatment and

Posttest was given after the treatment. This test used to know achievement of

the students’ writing after they given the treatment.

E. Data Collection

In collecting the data, there were some steps apply by the writer as follow:

1. Before the treatment, the researcher gave pretest to the students.

2. After gave the pretest, the researcher gave the treatment in four meetings.

It was in the form of teaching and learning process by using Facebook

Group.

3. After the treatment, the researcher gave posttest to the students in the same

form with pretest to know their improvement after apply Facebook Group

in teaching and learning process.

4. Finally, all students’ score both pretest and posttest were tabulated and

analyzed by using the formulas.

F. Analysis Data

The rubric scoring in this test, the researcher follows:

a. Content

Table 3.3 Rubric Orientation

Score Criteria Classification

36 – 50 Orientation gives all

essential information. All

necessary background

provided. Account in

choronological / other

order.

Excellent to very

good

26 – 35 Fairly well – developed

orientation. Most actors

and events mentioned.

Largely chronological and

coherent

Good to average

16 – 25 Orientation gives some

information.some

necessary backround

omitted. Account partly

coherent.

Fair to poor

1 – 15 Missing or weak

orientation. No backrond

provided. Haphazard and

incoherent sequencing

Poor

(Hyland, 2003; 174)

Table 3.4 Rubric Events

Score Criteria Classification

36 50 Event expllicitly stated.

Clearly documents

events. Evaluates their

significance.

Excellent to very good

26 – 35 Event fairly clearly

stated. Includes most

events.

Good to average

16 – 25 Events only sketchy.

Clearly documents

events. Little or weak

evaluation.

Fair to poor

1 -15 Event not stated. No

recognizable events. No

or confused evaluation.

Poor

(Hyland 2003: 174

b. Mechanics

Table 3.5 Rubrik Capitalization

Score Criteria Classification

5 Demonstrates mastery of

conventions. Few errors of

sepelling. Punction,

capitalization, paragraphing.

Excelent to very good

4 Occasional errors of spelling,

punctuation, capitalization,

paragraphing but meaning not

obscured

Good to average

3 Frequent errors of spelling,

punctuation, capitalization,

paragraphing, poor

handwriting, meaning

confused or obscured

Fair to poor

2

No mastery of conventions,

dominated by errors of

spelling, punctuation,

capitalization, paragraphing,

handwriting illegible or not

enough to evaluate.

Poor

(Jacobs, et al.1981 : 30)

After collecting the data of the student the researcher classified the score of the

students into the following criteria

Table 3.6 Rubric of the students Score Classification

No Score Score Classification

1 85 100 Very Good

2 65 – 84 Good

3 55 – 64 Fair

4 35 – 54 Poor

5 0 – 34 Very Poor

(Depdikbud, 2007)

1. Calculating students correct answer of test

(Sudjana, 2005:43)

2. Calculating the mean score of students’ pre-test and post-tes using this

formula:

Where :

X = Mean Score

= Total Score

= The number of students (Arikunto 2006)

3. Calculating the percentage of the students’ pre-test and post-test using this

formula:

Where: p : Percentage of the students score

𝑆𝑐𝑜𝑟𝑖𝑛𝑔 𝑇𝑜𝑡𝑎𝑙 𝐶𝑜𝑟𝑟𝑒𝑐𝑡 𝐴𝑛𝑠𝑤𝑒𝑟

𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠𝑥

F : Frequency of the students score

N : The total number of the students

(Gay, 2012)

4. To find out standard deviation of the students’ score in pre-test and post-test

by applying formula below:

√

Where:

SD : Standard Deviation

∑X : The sum of all score

∑X2 :

The sum square of all score

N : Total number of students

(Gay, 2006)

5. To calculating the mean score of the students’ writing recount teks by using

the following formula:

D

Where:

D : Deviation

∑D : Standard Deviation

N : Number of students

(Gay, 2006)

6. To find out the significant different between pretest and posttest of students’

ability in writing recount teks, the researcher calculated the value of t-test as

follow:

Notes:

t = Test of significance

D = The different between pretest and posttest

D = Mean of different score

(∑D)2 = The square of the sum the different score

N = Number of sample

I = Constant Number

(Gay, et all 2006)

a. The criteria used to accept or reject the hypothesis.

Table 3.7 HypothesisTesting

Testing Null Hypothesis Alternative Hypothesis

T-test > T-table Rejected Accepted

T-test < T-table Accepted Rejected

(Gay, et all 2006)

After calculating the value of t-test, it was compared with the value of

t-table. When it was found that the value of t-test was greater than the value of t-

table, it means that Null Hypothesis (H0) was rejected and Alternative Hypothesis

2

2( )

( 1)

MDt

DD

N

N N

(H1) was accepted because there was significant difference between pretest and

posttest before and after being teaching writing recount text by Facebook group.

Meanwhile, when the value of the t-test is lower than the value of t-table, it means

that Null Hypothesis (H0) was accepted and Alternative Hypothesis (H1) was

rejected because there was no significance difference between pretest and posttest

before and after teaching.

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. RESEARCH FINDINGS

In this chapter particularly present the findings and discussion of this

research. The finding of this research deal with the scoring classification of the

students’ pre-test and post-test, mean score, standard deviation of the test of

significance. The findings are described as follows.

1. The Classification of the Students’ Score in Pre-test and Post-test

Table 4.1 The Rate Percentage of the Students’ Score in Pre-test and

Post-test

NO

N0

Classification

Score

Pre-test Post-test

Frequency Percentage Frequency Percentage

1 11 1 Excellent 96 – 100 0 0 3 12%

2 2 Very Good 86 – 95 2 8% 9 32%

333 3 Good 76– 85 0 0 11 44%

4 4 Fairly good 66- 75 10 40% 3 12%

5 Fairly 56-65 5 20% 0 0

6 Poor 36-55 7 28% 0 0

7 Very Poor 0-35 1 4% 0 0

Total 25 100% 25 100%

The table 4.1 above showed that the percentage and frequency of the

students’ pre-test and post-test. There were 2 student or 8% classified into very

good, 10 students or 40% classified into fairly good, 5 students or 20% classified

into fairly, 7 students or 28% classified into poor and 1 student or 4% classified

into very poor.

While the post-test above showed that the percentage and frequency of

the students pre-test. There were 3 students or 12% classified into excellent, 8

students or 32% classified into very good, 11 students or 44% classified into good

and 3 student 12% classified into fairly good. It is clearly shown in the graphic

below.

Graphic 4.1 The Rate Percentage of the Students’ Score in Pre-test and Post-test

The graphic 4.1 above showed that the rate percentage of the students’

writing in pre-test and post-test. In pre-test, 2 student (8%) classified into very

good, 10 students (40%) classified into fairly good, 5 students (20%) classified

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

Pre-test

Post-test

into fairly, 7 students (28%) classified into poor and 1 student (4%) classified

into very poor. While in post-test there were 3 students (12%) classified into

excellent, 8 students (32%) classified into very good, 11 students (44%) classified

into good and 3 students (12%) classified into fairly good.

2. The Mean Score and Standard Deviation of the Students’ Pre-test and

Post-test.

After calculating the result of the students’ pre-test and post-test,

the mean score are presented in following table.

Table 4.2 The Mean Score and Standard Deviation of the Students’

Pre-test and Post-test

Test Mean Score Standard Deviation

Pre-test 61.04 13.37

Post-test 85.48 8.42

The table 4.2 above showed the statistical summary of the students’

score and standard deviation both in pre-test and post-test. The mean score of the

students’ pre-test and post-test was different, where the mean score of the

students’ post-test was higher than the mean score of the students’ pre-test. The

mean score of the students’ pre-test was 61.04 and the mean score of the students’

post-test was 85.48. The standard deviation of the students’ pre-test was 13.37

and the standard deviation of the students’ post-test was 8.42. It was clearly

shown in the graphic below.

Graphic 4.2 The Mean Score and Standard Deviation of the Students’ Pre-

test and Post-test.

The graphic 4.2 above showed that the mean score and standard

deviation of the students’ pre-test and post-test. The mean score of the students’

pre-test was 61.04 and post-test was 85.48. It means that score of the students’

post-test was higher than post-test. While, the standard deviation of the students’

pretest was 13.37 and post-test was 8.42. It means that standard deviation of the

students’ pre-test was higher than post-test

3. The Improvement of the Students’ Vocabulary

The following table showed the improvement in Pre-test and Post-test.

Table 4.3 The Improvement of the Students’ Writing

Component Pre-test Post-test Improvement (%)

Writing

Recount Text

61.04 85.48 40%

The table 4.3 above showed that the students’ improvement from

pre-test to post-test in which post-test was greater than pre-test. Pre-test was

61.04

13.37

85.48

8.42

0

10

20

30

40

50

60

70

80

90

Mean Score StandardDeviation

Pre-test

Post-test

61.04 and post-test was 85.48. From pre-test to post-test can improve on

40%.

To see clearly the improvement of the students’ writing,

recount text the researcher presents the following chart below:

Graphic 4.3 The Improvement of the Students’ Writing Recount Text

The graphic 4.3 above showed that there was improvement of the

students in writing recount text in terms orientation, event and capitalization from

pre-test with mean score was 61.04, post-test with the mean score was 85.48 and

the improvement of pre-test and post-test was 40%.

61.04%

85.48%

40%

0

10

20

30

40

50

60

70

80

90

Pre-test Post - test Improvement

Pre - test

Post - test

Improvement

4. Hypothesis Testing

In order to know whether or not the difference between pre test and

post test was significant difference, the researcher used t-test analysis for on the

level significance α = 0.05 with degree freedom df = N-1, where (df = 25-1 =24).

Then the value of t-table was 2.064. the test statictical, analysis for independent

sample was applied. The Following table below:

Table 4.5 T-test of the students’ writing Recount Text.

Variable T-test Value T-table Value Remark

Writing Recount

Text

12.87 2.064 Significantly

Different

The table 4.4 above showed that t-test value was higher than t-table

value (12.87> 2.064). It means that there was an improvement of the students’

writing recount text before and after use Facebook Group to the students’

vocabulary of the second grade of MTs Aisyiyah Sungguminasa. It could be

concluded that the null hypothesis (H0) was rejected and alternative hypothesis

(H1) was accepted. It means that there was a significance difference in students’

writing recount text before and after using Facebook Group.

B. DISCUSSIONS

In this part, the discussion covers the interpretation of the research

findings derived from the result of the students’ writing recount text. The previous

research shows by Yunus and Salehi (2012) “The Effectiveness of Facebook

Groups on Teaching and Improving Writing: Students”Perception. The research

design for this study was mixed method survey. 43 year 3 students from the

Faculty of Education, Universitas Kebangsaan Malaysia who were completing

their Bachelor’s degree in Teaching of English as a Second Language (TESL)

were selected as the participants. The findings show that “Facebook Groups” was

an effective tool to improve students” writing skills, especially in the

brainstorming stage.

Khusnita (2013), the result of the observation sheet showed that after

learning writing recount text using Facebook, the students become more attentive,

active, attracted in joining the lesson; and happier and more serious in writing.

The analysis of the questionnaire showed that the students gave possitive

responses towards the use of Facebook in their learning. Based on the overall

results of the research, it can be concluded that the use of Facebook contributes to

the improvement of students” skill and the increases in their motivation in writing

recount texts.

Ningsi (2015), this study entitled “The Effectiveness of Teaching

Writing Recount text. Text for Tenth Grade Students of SMA Negeri 4 kota

Tanggerang Selatan”. Found Facebook was an effective media in teaching writing

recount text. It was really helpful in increasing students’ ability and achievement

of writing recount text.

Meanwhile the result of this research showed that the students’ writng

ability at the second grade of MTs Aisyiyah Sungguminasa in the academic

2018/2019 has improved. Based on the result in applying Facebook group as a

media in the class, the data was collected through writing test as explained in

previous finding section showed that the students’ writing was significantly

improve and the students’ score after applying Facebook group as a media was

better than before the treatment was given to the students.

Before giving the treatment, there were none students got exelent

score, 2 students got very good score, 10 students got fairly good score, 5 students

got fair score, 7 students got fairly poor score, and 1 student got poor score. It

means that 8% students very good score, 40% students got fairly good score, 20%

students got fair score, 28% students got fairly poor score and 4% students got

poor score. While the writing recount text of the students after the researher gave

the treatment there was 3 students got exelent score, 8 students got very good

score, 11 students got good score and 3 students got fairly good score. It means

12% students got exelent score, 32% students got very good score, 44% students

got good score and 12% fairly good score.

The mean score of pre test was 61.04 and the mean score of post test

was, it show that there is a significant improvement in writing recount text after

85.48. Therefore it has an improvement from the score of pre test and post test

namely 85.48 > 61.04 ( the mean score of post test is greater then the mean score

of pre test). In order to know the level of significance (P=0.05), degree of freedom

(df = N-1) = (df = 25-1) = 24 was .

Based on the result above, hypothesis test shows that Null Hypothesis

(H0) was rejected and Alternative Hypothesis (H1) was accepted. Therefore the

researcher concluded there was significant improvement of the students’ in

deciding orientation and events in content and capitalization in mechanic of

writing recount text.

i

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of two parts. The first part presents some

conclusion based on the data analysis and findings in the previous chapter. The

second part present some suggestions based on the findings and conclusion of this

research.

A. Conclusion

After conducting the research and calculating the data, conclusion

could be stated that it was effective of using Facebook Group on students’ writing

recount text. The students are more motivated, more enjoy, and more fun in

learning. It was proven by the result of the students’ pre test and post test where

the mean score of post test ( 85.48 ) was greater than the mean score of pre test

( 61.04 ). It is also proven by the test value ( 12.87) which was bigger than t-

table 2.064 it means the hypothesis of this research was accepted has significant

improvement.

B. Suggestion

Based on the conclusion that had been written, the researcher would

like to recommend some suggestion as follows:

1. For the teacher

a. The teacher was suggested to apply Facebook Group in teaching and

learning process especially in teaching writing recount text. Teaching

by using Facebook Group can expand their writing ability.

b. The teacher should be creative to create a new media and new method

in learning process.

3. For the students

a. The students always exercise write a recount text to improve writing

ability.

b. The students should be brave to express their idea and share about their

opinion.

4. For the Researcher

a. The researcher should be able to make the benafit of this research such

as using this final project as a reference to do the research on

vocabulary.

b. The researcher should be able to develop the use Facebook Group in

teaching recount text

5. For the reader

a. The reader can improve their knowledge about Facebook Group.

b. This research cab be a reference about how to learn recount text by

using Facebook Group.

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Their Motivation in Writing Recount Texts. Thesis English Department,

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Online. Available at www.iosrjournals.org Accessed on 22 July 2017.

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on 5 July 2017

A

P

P

E

N

D

I

C

E

S

APPENDIX A

The Raw Score of the Students’ Pre-test and Post-test

NO RESPONDENTS

PRE-TEST POST-TEST D D2

(X1) X12 (X2) X2

2

(X2-

X1)

(X2-

X1)

1 Adelia Putri 40 1600 83 6889 43 1849

2 Andi Muh Agim I.S 60 3600 91 8281 31 961

3 Asri Nur Arya Dwi P 34 1156 74 5476 40 1600

4 Bisma Satrio 67 4489 87 7569 20 400

5 Dwi Herkia 60 3600 83 6889 23 529

6 Faradilla Arrahma T.R 67 4489 83 6889 16 256

7 Khaerunnisa Nur M 87 7569 100 10000 13 169

8 Maulana Wahyuddin 53 2809 83 6889 30 900

9 Muh Ayyub Irwan 53 2809 90 8100 37 1369

10 Muh. Fadhil Ramadhan 53 2809 83 6889 30 900

11 Muh Rifki 90 8100 100 10000 10 100

12 Nur Aidah. A. Dahlan 73 5329 93 8649 20 400

13 Andika Putra Syam 40 1600 67 4489 27 729

14 Nurul Aprilia 47 2209 85 7225 38 1444

15 Raza Anggara Zulhaji 67 4489 83 6889 16 256

16 Rico Febrian 47 2209 77 5929 30 900

17 Rita Suliyanti 67 4489 83 6889 16 256

18 Rizky Ananda 67 4489 77 5929 10 100

19 Rizky Jaka Fahrizal 67 4489 90 8100 23 529

20 St. Annisa Rm 67 4489 100 10000 33 1089

21 St Fatimah Az-Zahra 73 5329 93 8649 20 400

22 Suhana 60 3600 90 8100 30 900

23 Syamsinar 67 4489 90 8100 23 529

24 Usnul Fatimah M 60 3600 75 5625 15 225

25 Wardani Mustafa 60 3600 77 5929 17 289

Total 1526 97440 2137 184373 611 17079

APPENDIX B

The mean score of students’ pre-test

a. Pre-test

X =

X =

X = 61.04

b. Post-test

X =

X =

X = 85,48

APPENDIX C

The Improvement of the Students’ Writing Recount Text

%

%

%

%

%= 40

APPENDIX D

Standart Deviationof Pre test and Post test

a. Standard deviation of pre-test

SD =√

= √

= √

= √

= √

= √

= 13,37

b. Standard deviation of post-test

SD =√

= √

= √

= √

= √

= √

= 8,42

APPENDIX E

The Significance Diffence between Pre-test and Post-test

D =

Where:

= X2 – X1

= 21.37-1.526

= 611

Found:

D =

=

= 24.44

t =

√

=

√

=

√

=

√

=

√

=

√

=

= 12.87

APPENDIX F

Distribution of t-table

(Level of Significance) (Two-Tailed test)

0.5 0.2 0.1 0.05 0.02 0.01

1 3.078 6.314 12.706 31.821 63.657 636.619

2 1.886 2.920 4.303 6.965 9.923 31.598

3 1.638 2.353 3.182 4.541 5.841 12.941

4 1.533 2.132 2.776 3.747 4.604 8.610

5 1.476 2.015 2.571 3.365 4.032 6.859

6 1.440 1.943 2.447 3.143 3.707 5.959

7 1.415 1.895 2.365 2.998 3.499 5.405

8 1.397 1.860 2.306 2.896 3.355 5.041

9 1.383 1.833 2.262 2.821 3.250 4.781

10 1.372 1.812 2.228 2.764 3.169 4.587

11 1.363 1.796 2.201 2.718 3.106 4.437

12 1.356 1.782 2.179 2.681 3.055 4.318

13 1.350 1.771 2.160 2.650 3.012 4.221

14 1.345 1.761 2.145 2.624 2.977 4.140

15 1.341 1.753 2.131 2.602 2.947 4.073

16 1.337 1.746 2.120 2.583 2.921 4.015

17 1.333 1.740 2.110 2.567 2.898 3.965

18 1.330 1.734 2.101 2.552 2.878 3.922

19 1.328 1.729 2.093 2.539 2.861 3.883

20 1.325 1.725 2.086 2.528 2.845 3.850

21 1.323 1.721 2.080 2.518 2.831 3.819

22 1.321 1.717 2.074 2.508 2.819 3.792

23 1.319 1.714 2069 2.500 2.807 3.767

24 1.318 1.711 2.064 2.492 2.797 3.745

25 1.316 1.708 2.060 2.485 2.787 3.725

26 1.315 1.706 2.056 2.479 2.779 3.707

27 1.314 1.703 2.052 4.473 2.771 3.690

28 1.313 1.701 2.048 2.467 2.763 3.674

29 1.311 1.699 2.045 2.462 2.756 3.659

30 1.310 1.697 2.042 2.457 2.750 3.646

40 1. 303 1.684 2.021 2.423 2.704 3.551

60 1.296 1.671 2.000 2.390 2.660 3.460

120 1.289 1.685 1.980 2.358 2.617 3.373

For level significance (D)

Degree of Freedom (df) =N-1= 25-1=24

t-test ( 12.87 ) >t-Table (2.064)

Appendix G

Attendances List of Students Class VIII.C Mts. Aisyiyah Sungguminasa

No Name Meetings

1 Adelia Putri

2 Andi muh Agim Ibnu

Sahbana

3 Andika Putra Syam

4 Asri Nur Arya Dwi

Pangga

5 Bisma Satrio

6 Dwi Herkia S

7 Faradilla Arrahna

Tanawali Ruslan

8 Khaerunnisa Nur

Mutmainna

A

9 Maulana Wahyuddin

10 Muh Ayyub Irwan

12 Muh Fadhil Ramadhan

12 Muh Rifki A

13 Nur Aidah.A.Dahlan

14 Nurul Aprilia

15 Raza Anggara

16 Rico Febrian

17 Rita Sulianti

18 Rizky Ananda S

19 Rizki Jaka Fahrizal

20 St.Annisa RM

21 St.Fatimah Az-

Zahra.F.J

22 Suhana A

23 Syamyinar

24 Usnul Fatimah Mansyur

25 Wardhani

APPENDIX H

LESSON PLAN

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Subject : ENGLISH

SKILL : Writing

CLASS : VIII (Experiment class)/ Treatment.

Duration :-

2. Kompetensi Dasar dan Indikator Pencapaian Kopetensi (IPK)

Kopetensi Dasar (KD) Indikator Pencapaian Kopetensi

(IPK)

3.5 Membedakan fungsi sosial,

struktur teks, dan unsur

kebahasaan beberapa teks

recount lisan dan tulis dalam

bentuk tempat dengan

memberi dan meminta

informasi terkait tokoh

terkenal, sesuai dengan

konteks penggunaannya

3.5.1. Mengidentikasi , struktur

teks, dan unsur

kebahasaan teks recount

yang melibatkan lisan dan

tulisan dalam bentuk geografi

tindakan memberi dan

meminta informasi terkait

tokoh terkenal, sesuai dengan

konteks penggunaannya

3.5.1. Menyebutkan fungsi sosial

ungkapan-ungkapan untuk

memaparkan terkait tokoh

terkenal, sesuai dengan

konteks penggunaannya.

44.5 Unsur kebahasaan beberapa

teks recount lisan dan tulis

dalam bentuk biografi dengan

memberi dan meminta informasi

terkait tokoh terkenal, sesuai

dengan konteks penggunaannya

4.5.1 Menangkap makna secara

kontekstual terkait fungsi

sosial, struktur teks, dan

unsur kebahasaan teks

recount lisan dan tulis,

dalam bentuk biografi

terkait tokoh terkenal

4.5.2 Menyusun teks recount

lisan dan tulis, dalam

bentuk biografi, terkait

tokoh terkenal, dengan

memperhatikan fungsi

sosial, struktur teks, dan

unsur kebahasaan, secara

benar dan sesuai konteks

3. General Interaction Object

The students will be able to understand of recount text based on the

materials which has been learn.

4. Special instructional object

Through the activity, the students are expected to be to

1. Activate their knowledge about the topic before reading

2. Connect new information to prior knowledge and build curiosity about a

new topic.

5. Teaching materials

A Trip to Tanjung Setia Beach

Orientation : Last year, at the end of the year, my wife and I decided to spend our

holiday at Tanjung Setia beach, which located around 234 kilometers from

Bandarlampung.

Events : When we arrived at the beach, we were surprised to see the beautiful

view of the beach. After having a quick dip in the ocean, which was really cold

and windy, we realized that there were not many people there. We throught that it

happened because it was too windy there during that time but we finally realized

that it was Christmas holiday so almost all of tourists who are used to spending

time there went back to their country.

After spending few times swimming in the beach, we bought some hot

chips at the takeaway store nearby, and we rode our bies down the beach for a

while, on the hard, damp part of the sand. The next day we visited Labuan Jukung

beach. There, we were amazed to see the high wave owned by this beach.

Beacause it was so high that no body was brave enough to surf on it that time.

Reorientation : The third day there, we decided to go home when we finally

made it back home, we were both totally exhausted because of the trip but we

were so happy to travel such an amazing beach Lampung province has.

1. Recount Text

Recount text is a text that telling the reader about one story, action or

activity. Its goal is to entertaining or informing the reader

2. Generic Structure of Recount Text

a) Orientation tells who was involved, what happened, where the events

took place, and when it happened.

b) Series of Events: Describing series of event that happened in the past

c) Reorientation consists of optional-closure of events/ending.

3. The kinds of Recount Text

a) Introducing the participants

b) Using chronological conjunctions, such as; first, second, then, etc.

c) Using action verb, such as; went, arrived, ate, jumped.

d) The important one is, using simple past tense.

6. Teaching procedure:

a. First activity

1) Greeting/recognizing.

2) The teacher/writer take attendance list and read the students name.

3) The teacher/writer give motivations

4) Recognizing about the materials.

b. Initial Activity

1) The teacher/ writer explain about recount text and how to use it

2) The teacher/ writer gives the paper of recount text and then ask the

students to respond individually to the questions

3) The students come together as a large group to discuss the

question

4) The teacher/writer gives the opportunity to the students to present

the reasons they felt their answer were correct and to predict the

subject matter of the writing.

5) The teacher/writer asks the students to correct any misconceptions

or wrong answers on their recount text

c. Final activity

The teacher/writer

7. Instrument and instructional resource

a. Instrument : recount text (A Trip to Tanjung Setia Beach)

b. Resource instructional : English on sky for senior high school

8. Evaluation

a. Procedure:

The teacher/writer did evaluation based on the students activity in

the classroom

b. Evaluation instrument:

Writing test: giving pre-test and post-test

Rubric of the Students Score Classification

No Score Score Classification

1 85-100 Very Good

2 65-84 Good

3 55-64 Fair

4 35-54 Poor

5 0-34 Very Poor

Makassar, Juli 2018

Peneliti

Ikmul Sari

NIM.10535577314

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Subject : ENGLISH

SKILL : Writing

CLASS : VIII (Experiment class)/ Treatment.

Duration :-

2. Kompetensi Dasar dan Indikator Pencapaian Kopetensi (IPK)

Kopetensi Dasar (KD) Indikator Pencapaian Kopetensi (IPK)

3.5 Membedakan fungsi sosial,

struktur teks, dan unsur

kebahasaan beberapa teks

recount lisan dan tulis dalam

bentuk biografi dengan

memberi dan meminta

informasi terkait tokoh

terkenal, sesuai dengan

konteks penggunaannya

3.5.1. Mengidentikasi , struktur teks,

dan unsur kebahasaan teks

recount yang melibatkan lisan

dan tulisan dalam bentuk geografi

tindakan memberi dan meminta

informasi terkait tokoh terkenal,

sesuai dengan konteks

penggunaannya

3.5.1. Menyebutkan fungsi sosial

ungkapan-ungkapan untuk

memaparkan terkait tokoh

terkenal, sesuai dengan konteks

penggunaannya.

44.5 Unsur kebahasaan beberapa

teks recount lisan dan tulis

dalam bentuk biografi dengan

memberi dan meminta informasi

terkait tokoh terkenal, sesuai

dengan konteks penggunaannya

4.5.3 Menangkap makna secara

kontekstual terkait fungsi sosial,

struktur teks, dan unsur

kebahasaan teks recount lisan

dan tulis, dalam bentuk biografi

terkait tokoh terkenal

4.5.4 Menyusun teks recount lisan dan

tulis, dalam bentuk biografi,

terkait tokoh terkenal, dengan

memperhatikan fungsi sosial,

struktur teks, dan unsur

kebahasaan, secara benar dan

sesuai konteks

3. General Interaction Object

The students will be able to understand of recount text based on the

materials which has been learn.

4. Special instructional object

Through the activity, the students are expected to be to

1. Activate their knowledge about the topic before reading

2. Connect new information to prior knowledge and build curiosity about a

new topic.

5. Teaching materials

A Trip to Borobudur Temple

Orientation : Three years ago, I and my classmates visited Borobudur Temple.

We went to Borobudur temple by bus. We left our school at nine o’clock. It took

us 24 hours to arrive there. I arrived there nine o’clock the nextday. Along the

road, we saw many vehicles, unique houses, prominent buildings, and some other

tourists.

Events : After we arrived at the Borobudur temple, one of my teachers went to

buy tickets. After we waited him for a moment we entered into Borobudur temple

area. Then we went up to the top of the temple. Borobudur temple was built at

Bundur Village, Magelang, Jawa Tengah by Syailendra Dynasty. Borobudur

Temple is the biggest temple in the world. It has 504 statues and 1.400 reliefs.

From the top of the temple we can see such beautiful scenery. I and my friends

went around the temple together. Finally, after having some visits, we should go

to the hotel to stay and continue our study tour the next day.

PRACTICE

- Please make a recount text based on your experience!

Your composition must consist of orientation and events.

1. Recount Text

Recount text is a text that telling the reader about one story, action or

activity. Its goal is to entertaining or informing the reader

2. Generic Structure of Recount Text

a) Orientation tells who was involved, what happened, where the events took

place, and when it happened.

b) Series of Events: Describing series of event that happened in the past

c) Reorientation consists of optional-closure of events/ending.

3. The kinds of Recount Text

a) Introducing the participants

b) Using chronological conjunctions, such as; first, second, then, etc.

c) Using action verb, such as; went, arrived, ate, jumped.

d) The important one is, using simple past tense.

5. Teaching procedure:

a. First activity

1) Greeting/recognizing.

2) The teacher/writer take attendance list and read the students name.

3) The teacher/writer give motivations

4) Recognizing about the materials.

b. Initial Activity

1) The teacher/ writer explain about recount text and how to use it

2) The teacher/ writer gives the paper of recount text and then ask the

students to respond individually to the questions

3) The students come together as a large group to discuss the question

4) The teacher/writer gives the opportunity to the students to present the

reasons they felt their answer were correct and to predict the subject matter

of the writing.

5) The teacher/writer asks the students to correct any misconceptions or

wrong answers on their recount text

c. Final activity

The teacher/writer

6. Instrument and instructional resource

c. Instrument : Writing text (A Trip to Borobudur Temple

d. Resource instructional : English on sky for senior high school

7. Evaluation

a. Procedure:

The teacher/writer did evaluation based on the students activity in

the classroom

b. Evaluation instrument: Writing test: giving pre-test and post-test

Rubric of the Students Score Classification

No Score Score Classification

1 85-100 Very Good

2 65-84 Good

3 55-64 Fair

4 35-54 Poor

5 0-34 Very Poor

Makassar, Juli 2018

Peneliti

Ikmul Sari

NIM.10535577314

APPENDIX I

TEACHING MATERIAL

FIRST MEETING

Definition: simple past tense is a verb that events in the past.

Pattern of Simple Past Tense

Kalimat Positif : S + V2 + O + adv + ...

Kalimat Negatif : S + did not(din’t) +

V1 + O + adj

Kalimat Interogatif/pertanyaan : Did + S + V1 + O +

adv

Definition : Recount text is a text which retells event or experiences in the

past. Its purpose is either to inform or to entertain the audience. Recount is

a text that tells the events or experiences in the past. The purpose of

recount text in general is to entertain like Narrative, but recount the

incident has focused the past to tell what it is. Often the author gives an

impression or opinion of the events related.

Generic Structure:

Recount text usually has three main parts, they are:

1. Orientation : identify a person or thing acted or got involved in

the event, including the times, a certain place, the situation, etc.

2. Events : ordered in a chronological sequence.

3. Reorientation : not always (optional), it contains personal

comment.

Example 1 :

A Trip to Tanjung Setia Beach

Orientation : Last year, at the end of the year, my wife and I decided to spend our

holiday at Tanjung Setia beach, which located around 234 kilometers from

Bandarlampung.

Events : When we arrived at the beach, we were surprised to see the beautiful

view of the beach. After having a quick dip in the ocean, which was really cold

and windy, we realized that there were not many people there. We throught that it

happened because it was too windy there during that time but we finally realized

that it was Christmas holiday so almost all of tourists who are used to spending

time there went back to their country.

After spending few times swimming in the beach, we bought some hot

chips at the takeaway store nearby, and we rode our bies down the beach for a

while, on the hard, damp part of the sand. The next day we visited Labuan Jukung

beach. There, we were amazed to see the high wave owned by this beach.

Beacause it was so high that no body was brave enough to surf on it that time.

Reorientation : The third day there, we decided to go home when we finally made

it back home, we were both totally exhausted because of the trip but we were so

happy to travel such an amazing beach Lampung province has.

The rules of capitalization

There are many rules for using capital letter in English Capitalize the following:

1. The first word in a sentences. Example:My best friend is my dog.

2. The pronoun I. Example: He and I never argue.

3. Abbreviations and acronyms formed from the first letters of words.

Example:bUSA, IMB, AIDS, UN, VW, CBS.

4. All proper nouns, Proper nouns include;

a. Names of deities. Example: God, Allah, etc.

b. Names of people and their titles. Example: Mr. and Mrs. John Smith.

c. Names of specific groups of people (nationalities, races, and ethnic

groups), language, and religions. Example: Asian, Japanese, Muslim,

Indian, etc.

d. Names of specific place on a map. Example: New York City, North

Pole, Indian Ocean.

e. Names of specific geographic areas. Example: the Middle East,

Eastern Europe, etc.

f. Names of days, months, and special days. Example: Monday, January,

Independence Day, Ramadan, etc.

g. Names of specific structures such as buildings, bridges, dams, and

monuments. Example: Golden Gate Bridge, Aswan High Dam, the

White House, etc.

h. Names of specific organizations (government agencies, businesses,

schools, clubs, teams). Example: State Department, Harvard

University, French Students Club, Bank of Canada, New York,

Yankees Red Cross.

i. Names of school subjects with course numbers. Example: Business

Administration 312, Chemistry 101.

j. First, last, and all important words in the titles of books, magazines,

newspapers, plays, films, stories, songs, paintings, statues, televisions

programs. Example: War and Peace, Toronto Star, Jingle Bells, The

Three Little Pigs, Pan’s Match, etc.

SECOND-SIXTH MEETING

Example 2 :

A Trip to Borobudur Temple

Orientation : Three years ago, I and my classmates visited Borobudur

Temple. We went to Borobudur temple by bus. We left our school at nine

o’clock. It took us 24 hours to arrive there. I arrived there nine o’clock the

nextday. Along the road, we saw many vehicles, unique houses, prominent

buildings, and some other tourists.

Events : After we arrived at the Borobudur temple, one of my teachers

went to buy tickets. After we waited him for a moment we entered into

Borobudur temple area. Then we went up to the top of the temple.

Borobudur temple was built at Bundur Village, Magelang, Jawa Tengah

by Syailendra Dynasty. Borobudur Temple is the biggest temple in the

world. It has 504 statues and 1.400 reliefs. From the top of the temple we

can see such beautiful scenery. I and my friends went around the temple

together. Finally, after having some visits, we should go to the hotel to

stay and continue our study tour the next day.

PRACTICE

- Please make a recount text based on your experience!

Your composition must consist of orientation and events.

APPENDIX J

DOCUMENTATION

PRE – TEST

TREATMENT

POST TEST

CURRICULUM VITAE

Ikmul Sari, was born on November 9th

1995 in

Lagading, South Sulawesi. She is the first child of

Abdullah and Herawati. She has one brother.

brother named Ikwal.

In 2002, she started her education first, in Elementary at SDN 3 BILA and

graduated in 2008. She continued her education in Junior High School at SMPN 5

DUA PITUE and finished in 2011. Then, she continued her education in Senior

High School at SMKN 1 SIDENRENG and finished in 2014. In the same year

she entered the English Education Department of Faculty Teachers and Training

at Muhammadiyah University of Makassar. At the end of her study, she could

finish her thesis entitle “The Use of Facebook in English Language Teaching

(ELT) to Increase Students’ Ability to Write Recount Text (A Pre-

Experimental Research at the Second Grade of MTs Aisyiyah

Sungguminasa).”